Utilize predictable letter-sound relationships to decode printed words, including words with consonant
blends that require blending 3-4 phonemes into a whole word: identifying sound-spelling relationships
of consonants and vowels.
Technology – NETS for Students:
3. Demonstrate correct posture and finger placement while using a technology system.
4. Identify safe use of technology systems and applications.
5. Practice responsible use of technology systems and applications.
7. Use digital tools to access information.
Learning Objectives
Students will:
Associate the sound /i/ with the CVCe spelling pattern.
Blend, read, and build regular long i words.
Use digital tools to access information.
Hardware
Computer
Monitor
LCD Projector
Printer
Internet
Software
PowerPoint
Odyssey CompassLearning.com
Prerequisite Skills
Basic knowledge of navigation through websites.
Duration
1 class period
Grouping
Whole Group – Teaching Procedure
Individual – Online Quiz on CompassLearning.com
Procedure
Anticipatory Set: Write made and lake. You studied words like these already. What do you know about reading these words? (The words both have silent e at the end. The vowel says its name. The vowel sound is long a, /
Description: a
/.) Today we will learn about long i words that have silent e at the end.
Teaching Procedures:
1. Display a picture card of ice cream. This is ice cream. The sound you hear at the beginning of ice is long i. The i says its name. Say it with me: /
Description: i
/.
2. Write bike. The i in this word says its name. The e in this word is silent. This is how I blend this word. Segment and blend bike. Let's blend this word together: /b/ /
Description: i
/ /k/, bike.
3. Group Practice. Say the sound of each letter and blend the word together. Continue with wide, ripe, like, time, prize. Call on individual children to blend the words dime, life, mine, kite, mice, wise, shine, rice. Have them tell what they know about each word before reading it. (The e at the end usually means the i has the sound /
Description: i
/.)
4. Distribute letter tiles and have students spell side. Monitor work and provide feedback while giving the following directions.
Add an l after the s in side. What is the new word? (slide)
Change the sl to pr. What is the new word? (pride)
Change the d to c. What is the new word? (price)
Change the pr to n. What is the new word? (nice)
Change the c to n. What is the new word? (nine)
Change the first n to v. What is the new word? (vine)
5. What do you know about reading these words? When you see i-consonant-e, the i says its name, and the e is silent. The i has a long i sound, /
Description: i
/. Have students read these words: smile, hide, line, wipe, drive, page, glide, shine, trade, blame, mice, sit, tile, slice, sick
Closure: Once students have completed the activity, have students log in to CompassLearning.com and complete quiz.
Assessment (Formative)
Quiz – Results will be used in planning for intervention of non-mastery.
Language Arts - State:
Utilize predictable letter-sound relationships to decode printed words, including words with consonant
blends that require blending 3-4 phonemes into a whole word: identifying sound-spelling relationships
of consonants and vowels.
Technology – NETS for Students:
3. Demonstrate correct posture and finger placement while using a technology system.
4. Identify safe use of technology systems and applications.
5. Practice responsible use of technology systems and applications.
7. Use digital tools to access information.
Students will:
Associate the sound /i/ with the CVCe spelling pattern.
Blend, read, and build regular long i words.
Use digital tools to access information.
Computer
Monitor
LCD Projector
Printer
Internet
PowerPoint
Odyssey CompassLearning.com
Basic knowledge of navigation through websites.
1 class period
Whole Group – Teaching Procedure
Individual – Online Quiz on CompassLearning.com
Anticipatory Set: Write made and lake. You studied words like these already. What do you know about
reading these words? (The words both have silent e at the end. The vowel says its name. The vowel
sound is long a, /
Teaching Procedures:
1. Display a picture card of ice cream. This is ice cream. The sound you hear at the beginning of ice is long i.
The i says its name. Say it with me: /
2. Write bike. The i in this word says its name. The e in this word is silent. This is how I blend this word.
Segment and blend bike. Let's blend this word together: /b/ /
3. Group Practice. Say the sound of each letter and blend the word together. Continue with wide, ripe,
like, time, prize. Call on individual children to blend the words dime, life, mine, kite, mice, wise, shine, rice.
Have them tell what they know about each word before reading it. (The e at the end usually means the i
has the sound /
4. Distribute letter tiles and have students spell side. Monitor work and provide feedback while giving
the following directions.
5. What do you know about reading these words? When you see i-consonant-e, the i says its name, and
the e is silent. The i has a long i sound, /
drive, page, glide, shine, trade, blame, mice, sit, tile, slice, sick
Closure: Once students have completed the activity, have students log in to CompassLearning.com and
complete quiz.
Quiz – Results will be used in planning for intervention of non-mastery.